Original Research

Strengthening maths learning dispositions through ‘math clubs’

Mellony Graven
South African Journal of Childhood Education | Vol 5, No 3 | a342 | DOI: https://doi.org/10.4102/sajce.v5i3.342 | © 2016 Mellony Graven | This work is licensed under CC Attribution 4.0
Submitted: 12 August 2015 | Published: 06 February 2016

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Mellony Graven, Education Department, Rhodes University, Grahamstown, South Africa, South Africa

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In this paper, I argue that the establishment of after-school mathematics clubs in early grades holds rich potential for supporting the development of increasingly participatory and sensemaking maths learning dispositions. Within the South African Numeracy Chair project, lead by the author, multiple after-school mathematics clubs have been set up for learners in Grades 3–6 across Eastern Cape schools. These clubs are a complementary initiative to teacher development, aimed at improving low levels of numeracy learning across the majority of schools in the province. Two sources of data, learner interviews and teacher questionnaires, from one case study club, are shared in this article to illuminate the potential such clubs hold in developing increasingly participatory mathematics learning dispositions.


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